TECHNOLOGY INTEGRATION IN TEACHER EDUCATION: AN INFUSION OR A DELUSION?
Keywords:
Technology integration, technology proficiency, frequency of technology usage, attitude towards technology integrationAbstract
The present study attempts to find out the state of technology integration in those teacher education institutions and schools of Patna in the State of Bihar, India that have the state of the art technology status. Sample of 150 pre-service and 64 in-service teachers was drawn for this purpose by purposive cum incidental sampling technique. The researcher studied the availability and accessibility of technology in the selected schools and teacher education institutions; the relationship between technology proficiency of pre-service and in-service teachers and their attitude towards integrating technology in education; and the relationship between frequency of faculty usage of technology in classroom instruction and attitude of pre-service teachers towards technology integration. Research outcomes showed that teacher education institutions are making efforts to use technology in teaching-learning while schools still follow the traditional method. However, the situation is far from attaining technology integration in educational practices. There is significant relationship between proficiency of in-service teachers and their attitude towards technology integration and between frequency of faculty usage of technology in classroom instruction and the attitude of pre-service teachers towards technology integration.
Downloads
References
Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, Vol. 102, No. 1, 65-75.
Clark, R. & Surgrue, B. M. (1988). Research on instructional media, 1978-1988. In D. P. Ely, B. Broadbent, and R.K. Wood (Eds), Educational Media and Technology Yearbook, Vol. 14, 19-36. Englewood, CO: Libraries Unlimited, Inc.
Department of Information Technology, Government of Bihar (2011). Information and Communication Technology Policy. GoB, Patna, pp.8-10. Retrieved February 10, 2012, from http://gov.bih.nic.in/Documents/IT-Policy-2011-English.pdf
Hasselbring, T. S. & Glaser, C. H. W. (2000). Use of computer technology to help students with special needs. The Future of Children, 102-122. Retrieved May 31, 2013, from familiestogetherinc.com/wp-content/uploads/2011/08/computertechneeds.pdf
Hattangdi, A. & Ghosh, A. (2008). Enhancing the quality and accessibility of higher education through the use of Information and Communication Technologies. In 11th Annual Convention of the Strategic Management Forum. IIT Kanpur.
Hill, T., Smith, N. D. & Mann, M. F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers. Journal of Applied Psychology, Vol. 72, No. 2, 307-313.
Kozma, R. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, Vol. 1, No. 2, 117-156.
Kulik, J. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say (Final Report No. P10446.001). Arlington, VA: SRI International.
Matzen, N. J. & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. Journal of Research in Technology in Education, Vol. 39, No. 4, 417-430.
Oblinger, D. G. & Oblinger, J. L. (2005). Educating the Net Generation. Boulder, CO: Jossey-Bass.
Pan, A. C. & Carroll, S. Z. (2008). Preservice teachers explore instructional software with children. The Educational Forum, Vol. 66, No. 4, 371-379.
Posthuma, R. A. & Campion, M. A. (2009). Age stereotypes in the workplace: Common stereotypes, moderators and future research directions. Journal of Management, Vol. 35, 158-188.
Raudenbush, S., Rowan, B. & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, Vol. 65, 150-167.
Reed, K., Dotty, D. H. & May, D. R. (2005). The impact of aging on self efficacy and computer skill acquisition. Journal of Managerial Issues, Vol. 17, 212-228.
Schellens, T., van Keer, H. & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups. Small Group Research, Vol. 36, No. 6, 704-745.
Singh, U. (2013). Factors relating to technology integration in education by the pre-service and the in-service teachers. IOSR Journal of Humanities and Social Science, Vol. 11, No. 3, 3-12.
Tercanlioglu, L. (2001). Pre-service teachers as readers and future teachers of EFL Reading. TESL-EJ, Vol. 5, No. 3. Retrieved May 20, 2013, from http://tesl-ej.org/ej19/a2.html
Thorburn, D. (2004). Technology Integration and Educational Change: Is it Possible? Retrieved Nov. 29, 2012, from http://www.usask.ca/education/coursework/802papers/thorburn/
Webb, M. & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, Vol. 13, No. 3, 235-286.
Zhao, Y. & Bryant, F. L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teachers’ technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, Vol. 5, 53-62.
